“Continuous Comprehensive Evaluation” [CCE]

As per GR PRI/2010/(136/10)/PS-5 dated

20th August 2010

THE BACKGROUND: The Kothari Commission Report 1966

had stated that “the internal assessment or evaluation conducted by schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students’ growth that are measured by the external examination and also those personality traits, interest & attitudes which cannot be assessed by it”. (9.84)

THE BACKGROUND: National Policy on Education 1986 had

also stated that ‘continuous and comprehensive Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation spread over the total span of instructional time (8.24(iii))

THE BACKGROUND: The National Curriculum Framework- 2005

(NCF-05) also proposed examination reforms. Its position paper on Aims of Education – NCF 2005, NCERT says:School based CCE system should be established to…

Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative

teaching Provide a tool of diagnosis & remediation Produce learners with greater skills

Right to Education ActRTE - 2009On 27th August 2009, Govt of India adopted a

new act “right to free and compulsory education for children between 6-14 years of age”. This law came into force for the entire country (except Kashmir) w.e.f 1st April 2010

It states that students up to std. VIII should not be made to appear for any board examination

From the year 2010-2011, a scheme of continuous comprehensive evaluation to be implemented from Std. I to VIII

Continuous Comprehensive Evaluation (CCE)CCE refers to a system of school based evaluation

of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere testing to Holistic Learning.

‘Continuous’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session.

‘Comprehensive’ mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development.

OBJECTIVES OF CCE:CORE OBJECTIVE: Continuity in evaluation & assessment of Broad based learning & behavioural outcomesTo help develop skills (Cognitive, Psychomotor &

affective)To lay emphasis of thought process & de-

emphasize memorizationTo make evaluation an integral part of teaching

learning processTo use evaluation for improvement of students’

achievementsTo guide teaching learning strategy on the basis of

regular diagnosis followed by remedial instructionsTo make the process of teaching & learning a

‘Learner Centred Activity’

BENEFITS OF CCEElimination of chance & subjectivityDe-emphasis of memorizationEncouragement of comprehensive evaluation covering

scholastic and co-scholastic aspectsContinuous evaluation spread over the total span of the

instructional timeFunctional & meaningful declaration of results for

effective use by allWider use of test results for improvement through

diagnosis & remedial/enrichment programmeImprovement in the mechanics of conducting

examinationIntroduction of desired changes in instructional material

& methodologyUse of grade in place of marks in determining the level

of pupils’ performance and proficiency

WHAT IS EVALUATION?It is the systematic collecting, analyzing and

reporting of information about a students’ knowledge, attitudes, skills, intentions and/or behaviours regarding specific content, issues or experiences.

There are two kinds of evaluationFormative EvaluationSummative Evaluation

FORMATIVE EVALUATIONDefinition: Evaluation taken at varying interval

throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself.

Goal: To monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

Example: Asking students to submit 1 or 2 sentences identifying the main point of a lecture.

CONTINUOUS COMPREHENSIVE EVALUATION In order to achieve the core objectives of education, Formative Evaluation

should aim at developing:

LIFE SKILLS CORE COMPONENTS OF NPE-1986

VALUES

Self-awareness India’s Freedom Movement Punctuality

Empathy The constitutional obligations

Neatness

Problem solving Nurturing national identity Dignity of labour

Decision Making India’s common cultural heritage

Gender Equality

Effective Communication

Equality, democracy & Secularism

Scientific Attitude

Interpersonal relations Gender Equality National Integration

Creative thinking Protection of the environment

patriotism

Critical thinking Removal of Social Barriers Sensitivity

Coping with emotions Small family norms Religious Tolerance

Coping with stress Scientific Temper Courtesy

SUMMATIVE EVALUATIONDefinition: Evaluation taken by students at

the end of a unit or semester to demonstrate the ‘sum’ of what they have and have not learned.

Goal: To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Example: Assigning marks or a grade to a final exam.

DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION

INDICATORS FORMATIVE SUMMATIVEGoal The goal of formative

assessment is to improveThe goal of summative assessment is to prove

Purpose To enhance learning To make judgements about students’ performance

Relation to instruction

Occurs during instruction Occurs after instruction

Frequency Occurs on a continuous basis (daily)

Occurs at a particular point of time to determine what students know

Role To improve learning allows teachers to make decisions and monitor their instructions based on students’ performance

To predict & judge students’ performance, give grades and determine if the content being taught was retained

INDICATORS

FORMATIVE SUMMATIVE

Role of students

Active involvement Passive Involvement

Examples Observations, interviews, evidence from work samples, etc

Common assessments like tests and exams

Design Designed to adjust teaching and learning while they are still occurring

Designed to provide information about the amount of learning that has occurred at a particular time

Means of testing

Quiz, interviews, conversations, visual and oral testing, projects, practicals and assignments, etc.

Assessment in the form of pen-paper test mostly

Evaluation Done to improve or change a program while it is in progress

Focuses on the results or outcomes of a program

Grading Scored but not graded Graded

NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM1st SEMESTER

June

Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools

suggested)

October

Term End Summative Evaluation(B)

Result = A + B = 100 Converted into Grades

(w.e.f.2010-2011)

NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM2nd SEMESTER

November

Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools

suggested)

April

Term End Summative Evaluation(B)

Result = A + B = 100 Converted into Grades

(w.e.f.2010-2011)

(A) Languages/Maths/EVS/Gen Science/ Soc. ScienceFIRST/SECOND SEMESTER

Class

Formative Evaluation (A) Summative Evaluation (B) Grand Total (A+B)

Day to day Observation, Oral work, Practical/Experiment, Activity, Project, Test/Open

book, Home/class work, Others Theory Oral/Practical

I & II 70 20 10 100

III & IV 60 30 10 100

V & VI 50 40 10 100

VII & VIII 40 50 10 100

(B) Art & Craft, Work Experience & Physical Education and Health FIRST/SECOND SEMESTER

Class

Formative Evaluation Summative Evaluation Grand Total

Day to day Observation, Oral work, Practical/Experiments, Activities, Project, Test/Open book, Home/class work,

Others

I to VIII 100 0 100

CONTINUOUS COMPREHENSIVE EVALUATIONStds. I to VIII Proforma - 1

TOOLS OF EVALUATION(for Formative Evaluation)Day-to-day observationOral work(Question answer, loud reading,

dialogues/conversation, role-play, interview, group discussion, etc.)

Practical/ExperimentsActivity(Individual, Group, Self-Study)ProjectsTests(Informal small duration written tests, open book

tests, etc.)Homework/Class work(Informative, descriptive, essay,

report, story, letter, dialogue, expressing imagination, etc)Others(Questionnaire, self-evaluation, peer-evaluation,

group work & other similar tools)

CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for formative evaluationUse minimum five tools per subjects in each

semester for academic subjects and minimum three tools for Arts, Work Exp. & Phy. Edu.

The usage of tools should be spaced throughout the semester

The selection and weightage of each tool will depend upon the needs of the child and the objectives of the topic & subject

At least one project work should be conducted in an academic year in any subject

At least one unit test(short duration) per semester should be organized in each subject

Daily ObservationMain Objective: To monitor the progress and not just maintain the

recordNo target set for the no. of observationsRecord observations based on the responses during teaching-learning

processMaterial prepared by unauthorized/external sources cannot be usedNote matters of special importance, level of achievement and nature

of difficultiesObservation should be based on responses related to life skills, core

components and valuesSeparate recording of observations per tool is not expectedDo not write the observations during the teaching-learning processSubject teachers should maintain a separate notebook for recording

from time to timeUse the record for allotting marks out of 5 or 10 at the end of the

semesters

Oral WorkStudents should be given sufficient practice in

oral workGive due consideration to the subject and its

contentUse question-answers, loud reading,

conversation, role-play, interview, group discussion, etc.

Use any one or two of the above methods for the evaluation

Select topics of similar difficulty levelMark and evaluate during the semester

Practical/ExperimentConduct practical/experiment based on subject &

contentList the practical/experiment taking objectives & the

content of the subject into accountPrepare a schedule of conducting practical/experimentDecide practical/experiment to be conducted for

individual or in groupsPlan practical/experiment depending upon the time &

equipments availableObserve the performance of the studentRecord the noteworthy points & write the descriptive

remarks

Action/ActivityPrepare a list of activities based on class-wise,

subject-wise objectives & content of the topicPlan the activities considering –

Short/Long Duration ActivitiesIndividual/Group/Class ActivitiesTime Available

Select activities related to environment, day-to-day work & life in general

Support/Guide students during long duration activities

Note any extraordinary effort/achievement

ProjectPrepare list of projects based on class-wise, subject-wise

objectives, age group, environment, capacity & interest of students

At least one project per student during a year is expectedThe duration of the project should be the entire 1st/2nd semesterIt is possible to give the same project to the entire class in one

subjectSelection of the projects for each class should be done collectively

by the Principal, class-teacher, subject-teacher and the studentSubject-teacher should help the student select a topic for projectSubject teacher should also guide & monitor the progress & extra

ordinary achievement during the projectSupervise all the four stages of the project; compiling, analyzing,

conclusion, presentation & statement of the projectEnsure that students themselves do the project work

Short Duration Written TestsBased on class/subject-wise objectives, select the content of the testForm/nature of the questions should be …

Based on knowledge, understanding, application & skills Open-ended questions Questions testing the analytical, synthesizing & evaluating skills Questions testing thoughts related to core components, life skills & values Avoid questions based on memory

Prepare question banks in each subject based on the above criteriaUse the same questions for home assignment, class work & practice testsConduct a short duration test of 5-15 marks in each term in an informal

setting It is mandatory to use the question paper set by the concerned teacher

onlyAllow extra time if required by the studentsShow assessed paper and discuss/guide/correct the mistakes

OPEN BOOK TESTSelect any unit from text or similar content from

other source, appropriate to the age groupDifficulty level of the questions should be higherQuestions requiring understanding of the concept

rather than just copying from the bookQuestion to be based on application in day-to-day

lifeEnough practice to be given before the actual testGuide students based on the difficulties faced by

them

Home/Class workPrepare list of class/home-work based on the objective of the

subject & unitDecide the no. of class/homework sufficient for practice &

applicationStudent should be able to do the assignment on their ownAvoid too many questions and lengthy answersSelected class/homework should be assessed, marked and

calculate average as per the weightage assignedVariety in test questions is expected. Use the same questions

for class/homework for practiceAssess class/homework from time to time and provide

guidance/assistance to studentsUse guidelines given on Pages 37, 38 & 39 in teacher’s

manual

OthersTeachers have the freedom to use one/two of the suggested

tools or devise their own“Group-work” is one of the most useful alternative suggestedGroup work facilitates peer learningStudents discuss the given unit and learn through the processThe teacher should monitor/guide & resolve the difficultiesSelf-study cards prepared by the “Maharashtra Shikshan

Parishad” for Std. I to IV can be usefulFor self/peer evaluation tools, teacher should prepare

questionnaire & administer for the process of evaluationThese tools can help identify the personality traits like

sharing-caring, cooperation, etc.Assessment from peers should be shared & discussed

CONTINUOUS COMPREHENSIVE EVALUATIONWEIGHTAGE OF FORMATIVE EVALUATION

Proforma -2.1

CONTINUOUS COMPREHENSIVE EVALUATIONWEIGHTAGE OF FORMATIVE EVALUATION

Proforma – 2.2

CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for summative evaluationIt should be done in the form of written, oral and

practical at the end of each termOral/Practical examination should be conducted at the

class/school level, jointly by the teacher and the Head

All academic subjects except work experience , art and physical education

Evaluation should be done at class level only. Question papers prepared by any external agencies should not be used

For non – English schools, English subject in Std. I and II is to be evaluated through orals and practicals only.

There should be flexibility in duration of evaluation

GRADING SYSTEMThe progress report of the child should be given to the parent

at the end of each semesterThe marks obtained in formative & summative evaluation in

each semester should be added and then converted into grade as per the key provided

Remarks in report cards should be descriptive and positive in nature. It should mention the good qualities of the child. It should encourage and not compare a child with any one.

Classification of Marks

GRADE

91% to 100% A181% to 90% A271% to 80% B161% to 70% B251% to 60% C141% to 50% C233% to 40% D21% to 32% E120% & below E2

RE-EVALUATION & EXTRA SUPPLEMENTARY GUIDANCE

Re-evaluation should be conducted for those who remain absent during the evaluation

Teachers should aim at helping the child to obtain minimum C2 grade

It will be compulsory for a teacher & school to provide extra guidance & coaching to children who score grade D or below, and help them attain minimum C2 grade

Under any circumstances, no child should be detained in the same class

Extra supplementary guidance – Students lagging behind in achieving the objectives should be provided with extra supporting guidance from time to time in case of formative evaluation and after the summative evaluation at the end of each term also

STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE

Prepare a checklist of weaknesses and shortfallsIdentify and find reasons for the sameUse group work method/learningMake teams/groups for similar deficienciesNo ability trackingDesign strategies for each groupCreate interest using innovative teaching aidsGive separate incentives for attendance &

performanceFind talents in other areasGive opportunity to show/displayEncourage, give importance, respectApply action/activity based teaching

STRATEGIES FOREXTRA SUPPLEMENTARY GUIDANCE

Use selective studies/separate syllabusEvaluate on the same criteriaShare student oriented case studies/success storiesUse formative evaluation correctlyFind out-of-the-box solutionUse full instructional timePlan as per the need of each class/subjectAlter timetable as per the needUse one hour per week for supervised studyPrepare subject-wise daily timetableExperiment with different proceduresConvince teachers to show sympathy, patience and

understandingDo not use the word ‘remedial’

(2010-2011)

Class: _________ Teacher: _______________Subject: _____________

Month/ Working

Days

Topic (No. & Name)

Teaching Aids

Evaluation tools &

weightage

Values to be

Inculcated

Objectives of the TopicObjectives of the

subjectAfter the completion of this topic, the child should be able to ……….

CONTINUOUS COMPREHENSIVE EVALUATIONYEARLY PLANNING OF SYLLABUS AND EVALUATION

Proforma - 3

CONTINUOUS COMPREHENSIVE EVALUATION

Proforma - 4

CONTINUOUS COMPREHENSIVE EVALUATIONProforma - 5

CONTINUOUS COMPREHENSIVE EVALUATIONProforma - 6

CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION

ClassTheory+orals/pract. Subjects Weightage of Question types for theory

I & II 20+10 Languages, Maths, E.V.S 70% Objective(14marks) + 30% Short Answer(6marks)

III & IV 30+10Languages, Maths, E.V.S,

Soc. Science40 % Objective(12marks) + 50 % Short

answer(15marks) + 10% Long answers(3marks)

V & VI 40+10Languages, Maths,

Gen. Sc., Soc. Science20 % Objective(8marks) + 60 % Short answer

(24marks)+ 20 % Long answer(8marks)

VII & VIII

50+10Languages, Maths,

Gen. Sc., Soc. Science20 % Objective(10marks) + 60 % Short

answer(30marks) + 20 % Long answer(10marks)

SUBJECT-WISE DESCRIPTIVE REMARKSFIRST/SECOND SEMESTER

Student's name: ______________________ Std: _____ Div: _____

Subject Descriptive Remarks

1

2

3

4

5

6

7

8

CONTINUOUS COMPREHENSIVE EVALUATION

CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for Descriptive Remarks:

Student’s progress is to be noted and recorded in each subject in both the semesters separately.

Use at least two pages in each subject for each semester

While noting the progress in a particular subject, keep in mind the tools and techniques used. Record the student’s noteworthy progress, learning shortfalls and difficulties

Praise and mention the remarkable progress made by the student.

Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.

Some positive descriptive remarksYou can write lengthy answers well. This is a

good thing. Everyone should do that.Look everyone, Shamika’s notebook is so neat

and tidy. There are no cancellations.I like your drawing. Draw 3-4 pictures. We will

display it on the class board.The poem which you recited has a very different

tune. It is melodious to hear.Your voice is loud and clear. Everyone should

take the morning pledge in the assembly like you.See how fine and similar, Meenakshi’s rangoli

lines are. Make such fine lines. You can also do it. Let’s all clap and praise Meena

Some positive descriptive remarksYour handwriting is good. Only while writing joint

words, take a few precautions, then you will have no problems.

Your diagrams are correct, if your lines appear thick. Sharpen your pencil, then your diagram will be perfect.

I have seen all the examples of addition that you have solved. Now you observe and tell me where you have made mistakes. We have learnt that we have to write unit place below unit and ten below ten. Use this method and then solve the sum again. It will be correct. Once you learn how to add, multiplication will be easy for you.

Proforma – 7.1

Proforma – 7.2

CONTINUOUS COMPREHENSIVE EVALUATION

Proforma – 7.3

CONTINUOUS COMPREHENSIVE EVALUATION

Proforma – 7.4

CONTINUOUS COMPREHENSIVE EVALUATIONSUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…

(Principals, Parents, Teachers & Students)Positive attitude & open-mindednessWillingness to adapt to new changesComplete knowledge & understanding of the

systemRegular interaction and coordinationMutual trust & respectFair & just approachResponsible behaviourBeing conscious & alertClarity in communicationCreativity & innovationProper training & orientationShift from subjectivity to objectivity

CHALLENGES OF CCELarge class strengthHigh Pupil / Teacher ratioTeachers perception and competenciesAbsenteeism (Teacher / Pupil)Diversity of learnersTime constraintsMonitoring and feedbackRemediation and enrichmentTeaching-learning resourcesUniform applicabilityPreventing nepotism and victimizationSwitching from CCE to traditional evaluation in

higher class

Open & Closed Ended QuestionsA closed ended question(CEQ) can be

answered with either a single word or a short phrase.

An open ended question(OEQ) is likely to receive a long or multiple answers.

Characteristics : *CEQ give us facts ,are easy & quick to

answer,& keep control of the conversation. *OEQ ask respondent to think & reflect, give

opinions & feelings,& take control of the conversation.

Features of Open Ended Questions

No fixed method No fixed answer/Many possible answers Solved in different ways & on different levels Offer student room for own decision making &

natural mathematical way of thinking Develop reasoning & communication skills Open to student’s creativity & imagination Focuses on student’s understanding & ability

to reason & apply knowledge

CEQ Vs OEQDo you get on well

with your boss?Who will you vote for

in this election?

6 + = 10Solve: 2x + 4 = 8

What is the capital of Maharashtra State?

Tell me about your relation with your boss.

What do you think about the 2 candidates in the election?

+ = 10Ali solved 2x + 4 = 8

& got 2,Susan solved the eq.& got 6.Who is correct & why?

?

CEQ vs OEQDoes your teacher like

you?

5 7

Find area of the rectangle.

15 ÷ = 5Which equipment is used

to put out fire?What are the

constituents of a balanced diet?

What qualities your teacher appreciate in you?

Find the length & breadth of the teacher’s table & blackboard. Calculate & compare their areas.

÷ = 7What will you do if a sudden

fire breaks out?Prepare a food chart of your

family for a week. Write its constituents & find if it is a balanced diet or not.

Prepared by: Prepared by: NAJMA KAZINAJMA KAZIEmail: najmakazi@gmail.comEmail: najmakazi@gmail.com

Phone: 98210 48016Phone: 98210 48016www.slideshare.net Search for “CCE Presentation”www.slideshare.net Search for “CCE Presentation”

If the child is not Learning the way you are teaching , try teaching the way the child Learns.